Projects by main principle in the principle framework

All projects within the Future Education programme are linked to our principle framework. The projects choose a main principle and can then also add several other principles that the project affects. On this page, the projects are clustered with their main mapped principle.

Graph of the framework with the names of the 13 principles.

Projects by Main principle

All projects within the Future Education programme are linked to our principle framework . The projects choose a main principle and can then also add several other principles that the project affects.

As an illustration, the school projects with decision year 2025 are shown below. Some have only a few principles (or even a single principle), others have many.

Table illustrating the principles mapped to each project. Can be seen on each project web page. — The main principle mapped for each project is indicated in the coloured column in the table above. It is also stated in bold on the respective project website (see links below).

Click on each principle (P1-P13) below to see lists of links to ongoing and completed projects. The principles are grouped below according to the areas (A-E) of the principle framework.

A) Students' skills

P1. Essential subject knowledge

KTH's education is designed to provide both broad knowledge in the subject and in-depth knowledge in parts of the subject area.

Active projects

Completed/Paused projects

P2. Ability to handle wicked problems for a sustainable societal development

At KTH, the education is designed so that students develop knowledge and profession-based skills to manage complex and uncertain systems in a changing world.

Active projects

Completed/Paused projects

B) Educational prerequisites

P3. Active student-centred learning

At KTH, pedagogy is characterised by student-centered methods and learning activities that achieve long-term in-depth learning and improve the effectiveness of teaching.

Active projects

Completed/Paused projects

P4. Assessment and examination for learning

At KTH, constructive alignment of examinations and learning activities is applied, resulting in enhanced achievement of both course and degree objectives.

Active projects

Completed/Paused projects

P5. Available experimental environments

At KTH, education is characterised by a high degree of interactive teaching elements and available experimental environments that develop practical professional skills and contribute to new thinking, innovative solutions and new ways of working.

Active projects

Completed/Paused projects

Strategic direction for experimental environments (makerspaces) at KTH (2408-KTH)

C) Supportive conditions

P6. Vibrant campus

KTH's physical and digital campuses are sustainable, accessible and social learning and working environments where skills and professional knowledge are developed, ideas and dreams are realised, and innovation is created.

Active projects

Completed/Paused projects

P7. User-oriented support services

At KTH, the support services are designed to support management, teachers and researchers in the implementation of the university's mission to conduct education and research through close collaboration with users.

Active projects

Completed/Paused projects

P8. Flexible and structured study paths

At KTH, education is designed to give students the opportunity to follow flexible study paths and to shape the focus of their education based on individual goals and degree criteria.

Active projects

Completed/Paused projects

D) Educational culture for quality

P9. A developing educational culture

At KTH, we have a developing educational culture where employees and students continuously want to develop themselves. KTH's educational culture allows employees and students to dare to try completely new ways of teaching and examination that promote learning, inclusion and renewal and sharing of experiences with colleagues.

Active projects

Completed/Paused projects

P10. Continuous competence development in the teaching role

At KTH, the teacher role is characterised by continuous pedagogical and digital competence development that rests on a scientific basis and on proven pedagogical experience.

Active projects

Completed/Paused projects

Collegial competence development with a focus on subject didactics (2423-ITM)

P11. A management system for quality development

KTH has a quality system that promotes planning, implementation, evaluation and further development of education, that identifies quality gaps and that supports all employees at KTH to participate in a long-term quality development.

Active projects

Completed/Paused projects

E) External requirements and societal needs

P12. Broadened recruitment and participation

KTH works actively to attract a student population that reflects society at large and the education programmes are designed to give each student the conditions to succeed in their studies.

Active projects

Learning Centres - system demonstrator for broader participation and lifelong learning (2409-KTH)

Completed/Paused projects

P13. Integrated lifelong learning

KTH's education is designed to enable and promote individual skills development and career transition for students and professionals at different stages of their lives.